Ch12 Descriptive Correlation Exam Questions

Chapter 12

Test Bank

1. Which of the following scales of measurement lacks numerical properties?A. a ratio scaleB. a nominal scaleC. an interval scaleD. an ordinal scaleAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Nominal Scale2. Researchers studying the effectiveness of a diet on heart disease divided the study's participants into two groups—those with Type A personalities and those with Type B personalities. Which scale of measurement best characterizes these personality variables?A. a ratio scaleB. an interval scaleC. a nominal scaleD. an ordinal scaleAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Nominal Scale3. Craig examines the effect of different genres of music, such as jazz, rock, and rap, on task performance. Which type of measurement scale do the genres of music represent?A. a nominal scaleB. an ordinal scaleC. a ratio scaleD. an interval scaleAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Nominal Scale4. Variables with ________ scale levels exhibit minimal quantitative distinctions.A. ratioB. ordinalC. intervalD. randomAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Ordinal Scale5. A professor at a university ranks subjects based on students' preferences identified through a survey. Science is ranked first, mathematics second, and management third. In this scenario, which of the following types of measurement scale has the professor employed?A. a ratio scaleB. a nominal scaleC. an interval scaleD. an ordinal scaleAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Ordinal Scale6. Which of the following statements is true regarding nominal scales?A. The levels of these scale variables are simply different categories or groups.B. The median is the only measure of central tendency that is appropriate if these scales are used.C. It is possible for researchers to rank order the levels of these scale variables from lowest to highest.D. Time, weight, length, and other physical measures are the best examples of these scales.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Nominal Scale7. Three celebrity judges rank the finalists of a reality show on the basis of their musical talents. The judges rank the contestants in the order of the most talented to the least talented. Which type of measurement scale does this scenario exemplify?A. an ordinal scaleB. a nominal scaleC. a ratio scaleD. an interval scaleAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Ordinal Scale8. Unlike nominal scale variables, interval scale variables haveA. unequal intervals between the levels.B. rank ordering of levels from lowest to highest.C. an absolute zero point.D. detailed quantitative properties.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Interval ScaleTopic: Nominal Scale9. ________ variables have both equal intervals and an absolute zero point that indicates the absence of the variable being measured.A. Ordinal scaleB. Ratio scaleC. Interval scaleD. Nominal scaleAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Ratio Scale10. Which of the following examples best represents the use of an interval scale?A. assessing students' ratings of their professors' performance on a five-point scale ranging from poor to excellentB. naming the different car brands seen in a school's parking lotC. measuring the number of cookie boxes sold by scouts on the west coast of a town versus those sold on the east coast of the townD. ranking the participants of a race based on their performanceAPA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Interval Scale11. A researcher asks students to rate their feelings toward an increase in tuition fees on a seven-point scale ranging from a "very negative" to a "very positive" feeling. In this scenario, which type of measurement scale has the researcher used?A. a nominal scaleB. a ratio scaleC. an ordinal scaleD. an interval scaleAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Interval Scale12. Which of the following statements is true regarding ratio scales?A. They do not have equal intervals.B. They are typically used to measure personality traits.C. They are best exemplified by time, weight, length, and other physical measures.D. They exhibit minimal quantitative distinctions.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Ratio Scale13. An interval scale is often preferable to an ordinal scale becauseA. it allows for more sophisticated statistical treatments.B. it rank orders individuals on a specific characteristic.C. it has an absolute zero point.D. it allows the measurement of individual differences.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Interval ScaleTopic: Ordinal Scale14. A researcher measures the time taken by participants to press a button following a signal. This measure is an example of a(n) ________ scale.A. intervalB. ordinalC. nominalD. ratioAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Ratio Scale15. Which of the following is one of the three basic ways of describing the results of research investigations?A. comparing variable quantitiesB. graphing relationships between variablesC. comparing group percentagesD. making precise statements about data by correlating the scores of individuals on two variablesAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Describing Results16. The principal of a school conducts a survey to compare the number of third-grade and sixth-grade students who buy lunch from school. The most appropriate way to describe the results of this survey is to compareA. group percentages.B. group means.C. frequency polygons.D. the items purchased.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Describing Results17. When studying the effect of temperature on the sales of ice creams, a researcher records the number of ice creams sold on cold days and the number sold on hot days. In this scenario, the researcher will most likely compare ________ to describe the results.A. group percentagesB. group meansC. frequency polygonsD. estimated scoresAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Describing Results18. In the context of the three basic ways of describing the results of research investigations, identify a true statement about correlating individual scores.A. Individuals are measured on three or more variables.B. Correlating individual scores is most preferred when there are distinct groups of subjects.C. The variables being measured have a range of numerical values.D. Pie charts are primarily used for graphing the results.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means.Topic: Describing Results19. A teacher displays her students' test grades on a notice board. According to the results, 7 students received the grade of A, 10 students received the grade of B, 18 students received the grade of C, 4 students received the grade of D, and 1 student received the grade of E. In statistical terms, this is aA. measure of variability.B. correlation table.C. measure of central tendency.D. frequency distribution.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe a frequency distribution, including the various ways to display a frequency distribution.Topic: Frequency Distribution20. When graphing frequency distributions, ________ are most commonly used to depict simple descriptions of categories for a single variable.A. histogramsB. pie chartsC. bar graphsD. frequency polygonsAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe a frequency distribution, including the various ways to display a frequency distribution.Topic: Pie Chart21. Which of the following is true of bar graphs?A. They use bars to display a frequency distribution for a quantitative variable.B. They use a separate and distinct bar for each piece of information.C. They use a line to represent the distribution of frequencies of scores.D. They divide a whole circle, or "pie," into "slices" that represent relative percentages.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe a frequency distribution, including the various ways to display a frequency distribution.Topic: Bar Graph22. Which of the following is true of frequency polygons?A. They are especially useful when the data represent ordinal scales.B. They use bars to display a frequency distribution for a quantitative variable.C. They use a line to represent the distribution of frequencies of scores.D. They are particularly useful when representing nominal scale information.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe a frequency distribution, including the various ways to display a frequency distribution.Topic: Frequency Polygon23. A ________ uses bars to display a frequency distribution for a quantitative variable.A. histogramB. bar graphC. polygonD. pie chartAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe a frequency distribution, including the various ways to display a frequency distribution.Topic: Histogram24. Which of the following is a measure of central tendency?A. the medianB. the meridianC. a frequency distributionD. the standard deviationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the measures of central tendency and variability.Topic: Median25. The ________ is an appropriate indicator of central tendency only when scores are measured on an interval or ratio scale.A. medianB. modeC. meridianD. meanAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the measures of central tendency and variability.Topic: Mean26. The ________ is an appropriate measure of central tendency when scores are on an ordinal scale.A. meridianB. medianC. modeD. meanAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the measures of central tendency and variability.Topic: Median27. Workers at an automobile repair shop report that half of the automobiles they repair have a resale value below $8,000. Which measure of central tendency is exemplified in this scenario?A. the meridianB. the meanC. the modeD. the medianAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the measures of central tendency and variability.Topic: Median28. A teacher displays the results of a test on a notice board. According to the results, half the students had scored more than 70% on the test. Which measure of central tendency does this scenario exemplify?A. the modeB. the medianC. the meridianD. the meanAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the measures of central tendency and variability.Topic: Median29. The ________ of a set of scores is obtained by adding all the scores and dividing by the number of scores.A. meanB. standard deviationC. modeD. medianAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the measures of central tendency and variability.Topic: Mean30. The scores obtained by five college students on a test are 25, 25, 30, 35, and 40. What is the mean for this set of scores?A. 25B. 31C. 34D. 40APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the measures of central tendency and variability.Topic: Mean31. The grades received by 10 college students on a test are A, B, D, A, A, A, C, B, C, and A. From this data, it can be inferred that the mode isA. A.B. B.C. C.D. D.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the measures of central tendency and variability.Topic: Mode32. The ________ is an appropriate measure of central tendency if a nominal scale is used.A. modeB. medianC. meanD. standard deviationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the measures of central tendency and variability.Topic: Mode33. The measure of central tendency that reflects the most frequent score is theA. mode.B. median.C. meridian.D. mean.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the measures of central tendency and variability.Topic: Mode34. A measure of ________ is a number that characterizes the amount of spread in a distribution of scores.A. variabilityB. central tendencyC. effect sizeD. correlationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the measures of central tendency and variability.Topic: Variability35. The ________ indicates the average deviation of scores from the mean.A. medianB. standard deviationC. central tendencyD. linearity deviationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the measures of central tendency and variability.Topic: Standard Deviation36. The ________ is a measure of variability.A. rangeB. medianC. modeD. meanAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the measures of central tendency and variability.Topic: Range37. The ________ is a measure of variability that is simply the difference between the highest score and the lowest score.A. medianB. varianceC. standard deviationD. rangeAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the measures of central tendency and variability.Topic: Range38. Which of the following is true of standard deviation?A. It tells one what the sample as a whole, or on an average, is like.B. It is calculated by multiplying the variance of the given data with its range.C. It becomes larger as more people have scores that lie farther from the mean value.D. It is simply the difference between the highest score and the lowest score.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the measures of central tendency and variability.Topic: Standard Deviation39. The standard deviation is appropriate only forA. ordinal and nominal scale variables.B. nominal and ratio scale variables.C. optimal and interval scale variables.D. interval and ratio scale variables.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the measures of central tendency and variability.Topic: Standard Deviation40. Which of the following is a common manipulation used by scientists and advertisers when representing data on a bar graph?A. Data are presented using only bar graphs and histograms to exaggerate the difference between the variables.B. The independent variable is represented on the vertical axis instead of the horizontal axis.C. The dependent variable is represented on the horizontal axis instead of the vertical axis.D. The distance between points on the measurement scale is exaggerated to make the results appear more dramatic than they really are.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the measures of central tendency and variability.Topic: Bar Graph41. Which of the following is true of the correlation coefficient?A. It is a statistic that describes how strongly variables are related to one another.B. It is a measure of central tendency.C. It is a measure of variability.D. It is a statistic that indicates the amount of spread in a distribution of scores.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define a correlation coefficient.Topic: Correlation Coefficient42. The Pearson product-moment correlation coefficientA. is used when both variables have ordinal or nominal scale properties.B. is called the Pearson c.C. does not indicate the direction of a relationship.D. provides information about the strength of a relationship between variables.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define a correlation coefficient.Topic: Correlation Coefficient43. A correlation coefficient is usedA. when data are collected using a nominal scale.B. to determine the significance of statistical analyses.C. to describe the strength of the relationship between two variables.D. when the design of a study uses a correlational method.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define a correlation coefficient.Topic: Correlation Coefficient44. The Pearson r correlation coefficient is appropriate for use when both variables haveA. nominal scale properties.B. interval or ratio scale properties.C. ordinal and interval scale properties.D. different scales of measurement.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define a correlation coefficient.Topic: Correlation Coefficient45. When describing relationships between variables, a Pearson r correlation of 0.00 indicates thatA. there is no relationship between the variables.B. the variables are dependent on each other.C. there is a decrease in the value of the variables.D. the variables are inversely proportional to each other.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define a correlation coefficient.Topic: Correlation Coefficient46. When describing relationships between variables, a Pearson r correlation nearer to 1.00 (plus or minus) indicates thatA. the relationship between the variables is terminated.B. the variables become interdependent on each other.C. the relationship between the variables remains constant in terms of its strength.D. the relationship between the variables is strong.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define a correlation coefficient.Topic: Correlation Coefficient47. In the context of the Pearson r correlation coefficient, the absolute size of r is the coefficient that indicates theA. strength of the relationship between two variables.B. measurement scale that applies to two variables.C. curvilinear relationship between two variables.D. direction of the relationship between two variables.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define a correlation coefficient.Topic: Pearson r Correlation Coefficient48. In a perfect positive relationship between two variables, theA. score on one variable enables predicting an individual's score on the other variable.B. scores on one variable will be the same as the scores on the other variable.C. correlation coefficient will range between −1.0 and +1.0.D. correlation coefficient would be nearer to −1.0.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define a correlation coefficient.Topic: Pearson r Correlation Coefficient49. In which of the following ways does restricting the range of a variable affect the correlation coefficient?A. It has no effect on the correlation coefficient.B. It improves the correlation coefficient.C. It changes the direction of the correlation coefficient.D. It reduces the magnitude of the correlation coefficient.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define a correlation coefficient.Topic: Restriction of Range50. Lailah measures the height of 6- and 7-year-olds. To her surprise, she finds no correlation between height and age. Which of the following is most likely a reason for this result?A. The range of the variables has been restricted.B. The variability in the sample does not allow an accurate calculation of the correlation coefficient.C. Correlational methods cannot be used to calculate age and height.D. A curvilinear relationship exists between the variables.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Define a correlation coefficient.Topic: Restriction of Range51. In the context of correlation coefficients, which of the following problems occurs when the individuals in a sample are very similar on the variable being studied?A. restriction of rangeB. temporal precedenceC. central tendencyD. measurement errorAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define a correlation coefficient.Topic: Restriction of Range52. The Pearson product-moment correlation coefficient (r) does not detectA. positive linear relationships.B. instances of no relationship.C. negative linear relationships.D. curvilinear relationships.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define a correlation coefficient.Topic: Pearson r Correlation Coefficient53. Anastasia finds the relationship between alcohol consumption and reaction time to be −.63. However, the relationship between coffee consumption and reaction time is +.52. What can she conclude from these data?A. The relationship between alcohol consumption and reaction time is stronger than the relationship between coffee consumption and reaction time.B. The relationship between alcohol consumption and reaction time is weaker than the relationship between coffee consumption and reaction time.C. The direction of the relationship between alcohol consumption and reaction time is approximately the same as that of the relationship between coffee consumption and reaction time.D. The direction of the relationship between alcohol consumption and reaction time cannot be compared with that of the relationship between coffee consumption and reaction time.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Define a correlation coefficient.Topic: Pearson r Correlation Coefficient54. ________ refers to the strength of association between variables.A. Linear degreeB. Effect sizeC. Statistical indexD. The standard deviationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define effect size.Topic: Effect Size55. Which of the following is true of effect size?A. It is a statistic unrelated to the Pearson r correlation.B. It ranges from 0.00 to 1.00, irrespective of the variables used.C. It is the difference between the highest and the lowest values of a variable.D. It occurs when the individuals in a sample are very similar on the variable being studied.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define effect size.Topic: Effect Size56. The advantage of reporting effect size is that itA. provides a scale of values that is consistent across all types of studies.B. can be represented on a pie chart.C. is more accurate than the correlation coefficient.D. tells us what the sample as a whole, or on an average, is like.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define effect size.Topic: Effect Size57. In assessing the relationship between variable x and variable y, the squared value of the correlation coefficient (r²) is sometimes reported. This value representsA. the degree of variability in variable y.B. the degree of variability in variable x.C. the percent of variance in y that can be accounted for by x.D. the effect size of the variables.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Define effect size.Topic: Effect Size58. In the context of effect size, the r² value is sometimes referred to as theA. difference between the highest and the lowest scores.B. range of possible values that is restricted.C. magnitude of the correlation coefficient.D. percent of shared variance between the two variables.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Define effect size.Topic: Effect Size59. ________ are calculations used to predict a person's score on one variable when that person's score on another variable is already known.A. Standard deviationsB. Linear equationsC. Frequency distributionsD. Regression equationsAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior.Topic: Regression Equation60. A regression equation is used toA. determine the strength of the relationship between X and Y.B. determine the causal relationship between X and Y.C. predict the difference between the scores of X and Y.D. predict a score for Y from a known score of X.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior.Topic: Regression Equation61. The general form of a regression equation isA. Y = a + bX.B. XY = a + b.C. ab = X + Y.D. X = Y + ab.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior.Topic: Regression Equation62. In the general form of a regression equation given by Y = a + bX, the letter X representsA. the score we wish to predict.B. the known score.C. a weighting adjustment factor.D. a constant.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior.Topic: Regression Equation63. After establishing that there is a reasonably high correlation between two variables, a researcher can utilize a regression equation to make predictions about the ________ variable from the ________ variable.A. criterion; predictorB. dependent; independentC. predictor; criterionD. independent; dependentAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior.Topic: Regression Equation64. The general form of a regression equation is Y = a + bX. In this equation, Y is the score we wish to predict and X is the known score. What is a?A. It is the difference between X and Y.B. It is the slope of the line created with this equation.C. It is a constant.D. It is a weighting adjustment factor that is multiplied by X.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior.Topic: Regression Equation65. When researchers are interested in predicting some future behavior based on a person's score on some other variable, they shouldA. construct several criterion variables.B. construct a scatterplot in addition to looking at the magnitude of the correlation coefficient.C. demonstrate that there is a reasonably high correlation between the criterion and predictor variables.D. demonstrate that the correlation coefficient of the known and the unknown variables is closer to −1.00.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior.Topic: Regression Equation66. Samira took an aptitude test when applying for a position with Accountants Unlimited. She was hired the following week. In this scenario, the predictor variable is Samira'sA. score on the aptitude test.B. expected ability to get along with her fellow employees.C. appearance and personality.D. expected performance as an accountant.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior.Topic: Regression Equation67. Maria had to take an aptitude test before starting graduate school. In this scenario, the criterion variable will be Maria'sA. expected ability to get along with her fellow students.B. score on the aptitude test.C. expected performance as a student in graduate school.D. appearance and personality.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior.Topic: Criterion Variable68. Which of the following techniques is used to combine a number of predictor variables to increase the accuracy of prediction of a given criterion or outcome variable?A. multiple correlationB. structural equation modeling (SEM)C. simultaneous equation modelingD. partial correlationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior.Topic: Multiple Correlation69. A professional baseball scout uses the batting average, on-base percentage, throwing ability, and running speed of amateur baseball players to predict their success as professional baseball players. This scenario best exemplifies the use of ________ as a predictor of the likelihood of success.A. criterion variable assessmentB. effect sizeC. practicality assessmentD. multiple correlationAPA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior.Topic: Multiple Correlation70. A multiple correlation is the correlation between a combined set of ________ variables and a single ________ variable.A. interval; ratioB. criterion; predictorC. ratio; intervalD. predictor; criterionAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior.Topic: Multiple Correlation71. Which of the following is a technique that provides a way of statistically controlling third variables?A. criterion assessmentB. multiple correlationC. frequency distributionD. partial correlationAPA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: RememberDifficulty Level: EasyLearning Objective: Discuss how a partial correlation addresses the third-variable problem.Topic: Partial Correlation72. A researcher finds that the correlation between two variables is .63, but this correlation drops to .20 when a third variable is "partialed out of" the original correlation. In this scenario, the researcher is most likely to conclude that the third variableA. is not a factor in the correlation.B. is highly correlated with the other two variables.C. does not influence the relationship between the other two variables.D. increases the accuracy of prediction.APA Outcome: 1.2: Develop a working knowledge of psychology's content domainsAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Discuss how a partial correlation addresses the third-variable problem.Topic: Partial Correlation73. A researcher obtains a .87 correlation between the age of job applicants and the likelihood of them being hired. However, she thinks that job skills can be an important influence. In this scenario, she should calculate theA. correlation coefficient between age and hiring likelihood.B. standard deviation of the values of the variables.C. inter-rater reliability coefficient.D. partial correlation coefficient.APA Outcome: 1.3: Describe applications of psychologyAccessibility: Keyboard NavigationBlooms: ApplyDifficulty Level: HardLearning Objective: Discuss how a partial correlation addresses the third-variable problem.Topic: Partial Correlation74. Which of the following is true of structural equation models?A. They can only be used to explain the results of field experiments.B. They are developed after the data is analyzed and interpreted.C. They are expected patterns of relationships among a set of variables.D. They can only be used to explain the results of laboratory experiments.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Summarize the purpose of structural equation models.Topic: Structural Equation Modeling (SEM)75. Which of the following is true of path coefficients?A. They determine how much variability exists in a set of scores.B. They define how variables are causally related to one another.C. They indicate the number of individuals who receive a specific score on a variable.D. They indicate the strength of a relationship on the −1.00 to +1.00 scale.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Summarize the purpose of structural equation models.Topic: Structural Equation Modeling (SEM)76. Which of the following is true of structural equation models?A. They can only be represented in a histogram.B. They allow researchers to compare two competing models.C. They help in eliminating the third-variable problem in nonexperimental research.D. They allow researchers to easily calculate the variance of a set of scores.APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychologyAccessibility: Keyboard NavigationBlooms: UnderstandDifficulty Level: MediumLearning Objective: Summarize the purpose of structural equation models.Topic: Structural Equation Modeling (SEM)

Category # of Questions

Accessibility: Keyboard Navigation 76

APA Outcome: 1.1: Describe key concepts, principles, and overarching themes in psychology 51

APA Outcome: 1.2: Develop a working knowledge of psychology's content domains 11

APA Outcome: 1.3: Describe applications of psychology 14

Blooms: Apply 14

Blooms: Remember 29

Blooms: Understand 33

Difficulty Level: Easy 29

Difficulty Level: Hard 14

Difficulty Level: Medium 33

Learning Objective: Contrast the three ways of describing results: comparing group percentages, correlating scores, and comparing group means. 18

Learning Objective: Define a correlation coefficient. 13

Learning Objective: Define effect size. 5

Learning Objective: Describe a frequency distribution, including the various ways to display a frequency distribution. 5

Learning Objective: Describe the measures of central tendency and variability. 17

Learning Objective: Describe the use of a regression equation and a multiple correlation to predict behavior. 12

Learning Objective: Discuss how a partial correlation addresses the third-variable problem. 3

Learning Objective: Summarize the purpose of structural equation models. 3

Topic: Bar Graph 2

Topic: Correlation Coefficient 6

Topic: Criterion Variable 1

Topic: Describing Results 4

Topic: Effect Size 5

Topic: Frequency Distribution 1

Topic: Frequency Polygon 1

Topic: Histogram 1

Topic: Interval Scale 4

Topic: Mean 3

Topic: Median 4

Topic: Mode 3

Topic: Multiple Correlation 3

Topic: Nominal Scale 5

Topic: Ordinal Scale 4

Topic: Partial Correlation 3

Topic: Pearson r Correlation Coefficient 4

Topic: Pie Chart 1

Topic: Range 2

Topic: Ratio Scale 3

Topic: Regression Equation 8

Topic: Restriction of Range 3

Topic: Standard Deviation 3

Topic: Structural Equation Modeling (SEM) 3

Topic: Variability 1